The purpose of this study was to examine the extent to which factors influencing cognitive autonomy differed for "identified" and "not identified" troubled adolescents. One hundred and nineteen residential treatment youth aged 14 to 18 and 13 7 public high school adolescents were compared using the Cognitive Autonomy Self Evaluation (CASE) inventory, which examines five elements of cognitive autonomy including evaluative thinking, voicing opinions, decision making, self-assessing, and comparative validation. Findings reveal that generally cognitive autonomy did not differ according to troubled status. However, ninth-grade females at the traditional public high school rated themselves much higher in evaluative thinking, voicing opinions, decision-making, and self-assessing than the ninth-grade females at the residential treatment center. Implications for these findings and further recommendations were also discussed.
| Identifer | oai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-3591 |
| Date | 01 May 2007 |
| Creators | Reiser, Matthew Laurence |
| Publisher | DigitalCommons@USU |
| Source Sets | Utah State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Graduate Theses and Dissertations |
| Rights | Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact Andrew Wesolek (andrew.wesolek@usu.edu). |
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